Examining factors affecting attendance and engagement in HyFlex learning environments: a post-crisis mixed-methods study

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This study investigates factors affecting student behaviour in HyFlex learning environments during the post-crisis period following the COVID-19 pandemic. We employed a mixed-methods survey design and analysed data from 228 students across 18 undergraduate programmes through a 19-item questionnaire. Descriptive statistics, correlations, and t-tests were conducted. Quantitative analysis revealed increased interaction between instructors and students (r = .282; p < .001), among students (r = .233; p < .001), with course content (r = .284; p < .001), and overall (r = .340; p < .001), which is correlated with higher attendance. As interaction increased, student achievement also increased (r = .275; p < .001). Interest showed a small correlation with attendance (r = .220, p < .001). Attendance in foundational (core) courses was significantly lower than in other courses (t(226) = −5.786, p < .001; η2 = 0.129). In addition, students found face-to-face activities less necessary to pass a course (t(227) = 4.283, p < .001; η2 = 0.075). Qualitatively, 110 open-ended responses were analysed via inductive content analysis (open → axial → selective coding), achieving 93% coder agreement. Qualitative themes emphasised that attendance, which relates to engagement, is affected not just by student- and course-related factors but also by institution-, instructor-, location-, and curriculum-related factors. These findings expand factors, providing a comprehensive framework for optimising HyFlex course design. The study adds to research on attendance, engagement, and interaction in HyFlex environments.